Grade 11 Grade 12 Theme- The American Dream Theme- The Self in Society 2011-2012 Year-Long English Language Arts Curriculum Map for Grades 11 & 12 Overview How do authors use the resources of language to impact an audience? Four modules per year at all grades; each module is approximately 8-9 weeks long (one module per quarter) Each module includes a gap week that can be used for reviewing, re-teaching, incorporating timely instruction based upon assessments, further assessing or extending content (These days should be distributed as needed throughout the module) Modules alternate between an informational and a literary focus (Module 1 Informational focus, Module 2 Literary focus, Module 3 Informational focus, & Module 4 Literary focus) Module Requirements Overview Reading Writing About Text Research Language Speaking & Listening Close reading of 3-5 short texts In depth study of 1 extended text Cite evidence and analyze content in: 2 Analysis pieces, each focused on a single text 1 Analysis piece comparing 2 or more texts 1 Analysis piece incorporating research 1 Narrative piece Essential Questions- What is the American Dream and in what ways does the American Dream mean different things to different Americans? How do authors use the resources of language to impact an audience? How is our understanding of culture and society constructed through various forms of communication? Essential Questions- Who am I? Where have I been? Where am I going? How will I get there? Why do I believe what I believe? How does what we know about the world shape the way we view ourselves? How do our personal experiences shape our views of ourselves and others? How does the media shape our view of the world and ourselves? 1 Research project -students research a particular related topic -students can present their findings in a variety of informal or formal contexts -this same research will be incorporated into the analysis piece Regular study and application of grade level grammar concepts Regular study and application of tier 2 vocabulary (5-10 words per week & 10-15 words per extended text) Presentation of research Discussions about text Each 8 week module must contain these components
Grades 11&12 Module Focus Common Core Learning Standards Focused Learning Goals from Common Core Learning Standards Time Line Assessments Module 1 Refining selfdetermining readers and writers (includes summer reading). Analyzing, synthesizing and evaluating non-fiction. Writing analysis to inform/explain (40% over the course of the year) Writing to develop narrative voice through purposeful imitation (20% over the course of the year) Becoming advanced researchers. RI 11-12.1 RI 11-12.2 RI 11-12.4 RI 11-12.6 RI 11-12.9 W 11-12.2 W 11-12.3 W 11-12.7 W 11-12.10 SL 11-12.1 L 11-12.1 L 11-12.2 L 11-12.4 Reading Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (RI 11-12.1) Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. (RI 11-12.2) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (RI 11-12.4) Determine an author s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. (RI 11-12.6) Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln s Second Inaugural Address) for their themes, purposes, and rhetorical features. (RI 11-12.9) 8-9 weeks Formative: Routine writing tasks about close reading (i.e.: paraphrasing, summarizing, answers/thoughts on text-dependent questions, revisions to summaries or paraphrases, journal entries, reading logs) Text-based questions (i.e.: whole class discussion, small group discussion, independent responses, multiple choice) Routine writing tasks to develop informative/explanatory texts Routine writing to develop narrative voice (i.e.: application of mini-lessons, purposeful imitation of texts studied) 1 st and 2 nd analytical pieces on single text Analysis piece incorporating research Summative: Analytical piece comparing two or more texts (inform/explain) Writing Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s Summative assessments provide feedback on areas of targeted instruction based on teacher analysis of formative assessments Interim: Multiple choice test
knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,articulating implications or the significance of the topic). (W 11-12.2) Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. f. Adapt voice, awareness of audience, and use of language to accommodate a variety of cultural contexts. (W 11-12.3) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. a. Explore topics dealing with different cultures and world viewpoints. (W 11-12.7)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single day sitting or a day or two) for a range of tasks, purposes and audiences. (W 11-12.10) Speaking and Listening Initiate and participate effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with diverse partners on grades 11 12 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that prober reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. (SL 11-12. 1) Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g.,merriam-webster s Dictionary of English Usage, Garner s Modern AmericanUsage) as needed. (L 11-12. 1) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly.
(L 11-12. 2) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11 12 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (L 11-12. 4) Module 2 Analyzing, interpreting and evaluating literature. Writing analysis to argue/persuade (40% over the course of the year) Writing to develop narrative voice through purposeful imitation (20% over the course of the year) Applying advanced research skills. Presenting research. RL 11-12.1 RL 11-12.2 RL 11-12.3 RL 11-12.4 RL 11-12.7 RL 11-12.11 W 11-12.1 W 11-12.4 W 11-12.5 W 11-12.7 SL 11-12.1 SL 11-12.2 SL 11-12.3 L 11-12.1 L 11-12.2 L 11-12.4 L 11-12.5 Reading Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain (RL 11-12. 1) Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. (RL 11-12. 2) Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (RL 11-12. 3) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors) (RL 11-12. 4) 8-9 Weeks Formative: Routine writing tasks about close reading (i.e.: paraphrasing, summarizing, answers/thoughts on text-dependent questions, revisions to summaries or paraphrases, journal entries, reading logs) Text-based questions (i.e.: whole class discussion, small group discussion, independent responses, multiple choice) Routine writing tasks to develop argument/persuasion Routine writing to develop narrative voice (i.e.: application of mini-lessons, purposeful imitation of texts studied) 1 st and 2 nd analytical pieces on single text Analysis piece incorporating research Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), Summative:
evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (RL 11-12. 7) Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and philosophically by making connections to: other texts, ideas, cultural perspectives, eras, personal events, and situations. a. Self-select text to respond and develop innovate e perspectives. b. Establish and use criteria to classify, select, and evaluate texts to make informed judgments about the quality of the pieces. (RL 11-12. 11) Writing Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. (W 11-12.1) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (W 11-12.4) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1 3) (W 11-12. 5) Analytical piece comparing two or more texts (argue/persuade) Narrative piece Summative assessments provide feedback on areas of targeted instruction based on teacher analysis of formative assessments Interim: Multiple choice test
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. a. Explore topics dealing with different cultures and world viewpoints. (W 11-12.7) Speaking and Listening Initiate and participate effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with diverse partners on grades 11 12 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. (SL 11-12. 1) Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (SL 11-12. 2) Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. (SL 11-12. 3) Language Students will Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster s Dictionary of English Usage, Garner s Modern American Usage) as needed. (L 11-12. 1) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly. (L 11-12. 2) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11 12 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (L 11-12. 4) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. (L 11-12. 5) Module 3 Analyzing, synthesizing and evaluating non-fiction texts. Writing analysis to argue/persuad RI 11-12.3 RI 11-12.5 RI 11-12.7 RI 11-12.8 RI 11-12.10 W 11-12.6 W 11-12.7 W 11-12.8 Reading: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. (RI 11-12.3) Analyze and evaluate the effectiveness of the structure an author uses in 8-9 weeks Formative: Routine writing tasks about close reading (i.e.: paraphrasing, summarizing, answers/thoughts on text-dependent questions, revisions to summaries or paraphrases, journal entries, reading logs)
e (40% over the course of the year) Writing to develop narrative voice through purposeful imitation (20% over the course of the year) Applying advanced research skills Presenting research. 2011-2012 Year-Long English Language Arts Curriculum Map for Grades 11 & 12 SL 11-12.1 SL 11-12.4 SL 11-12.5 L 11-12.1 L 11-12.2 L 11-12.4 L 11-12.6 his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. (RI 11-2.5) Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. (RI 11-12.7) Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). (RI 11-12.8) By the end of grade 11, read and comprehend literary nonfiction in the grades 11 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11 CCR text complexity band independently and proficiently. ( RI 11-12. 10) Text-based questions (i.e.: whole class discussion, small group discussion, independent responses, multiple choice) Routine writing tasks to develop informative/explanatory texts Routine writing to develop narrative voice (i.e.: application of mini-lessons, purposeful imitation of texts studied) 1 st and 2 nd analytical pieces on single text Summative: Analytical piece comparing two or more texts (argue/persuade) Writing Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. (W 11-12.1) Analysis piece incorporating research Summative assessments provide feedback on areas of targeted instruction based on teacher analysis of formative assessments Interim: Multiple choice test Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback,
including new arguments or information. (W 11-12.6) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. a. Explore topics dealing with different cultures and world viewpoints. (W 11-12.7) Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (W 11-12.8) Speaking and Listening Students will Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11 12 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision-making,set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. (SL 11-12. 1) Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to
purpose, audience, and a range of formal and informal tasks. (SL 11-12. 4) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.(sl 11-12. 5) Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster s Dictionary of English Usage, Garner s Modern American Usage) as needed. (L 11-12. 1) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly. (L 11-12. 2) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11 12 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (L 11-12. 4) Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to
Module 4 Analyzing, interpreting and evaluating literature. Writing analysis to inform/explain (40% over the course of the year) Writing to develop narrative voice through purposeful imitation Applying advanced research skills. Presenting research. 2011-2012 Year-Long English Language Arts Curriculum Map for Grades 11 & 12 RL 11-12.5 RL 11-12.6 RL 11-12.9 RL 11-12.10 RL 11-12.11 W 11-12.7 W 11-12.9 W 11-12.11 Sl 11-12.1 SL 11-12.6 L 11-12.1 L 11-12.2 L 11-12.3 L 11-12.4 comprehension or expression. (L 11-12. 6 ) Reading Analyze how an author s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. (RL 11-12. 5) Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement. (RL 11-12. 6) Demonstrate knowledge of eighteenth-, nineteenth- and early-twentiethcentury foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. (RL 11-12. 9) By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11 CCR text complexity band independently and proficiently. (RL 11-12. 10) 8-9 weeks Formative: Routine writing tasks about close reading (i.e.: paraphrasing, summarizing, answers/thoughts on text-dependent questions, revisions to summaries or paraphrases, journal entries, reading logs) Text-based questions (i.e.: whole class discussion, small group discussion, independent responses, multiple choice) Routine writing tasks to develop informative/explanatory texts Routine writing to develop narrative voice (i.e.: application of mini-lessons, purposeful imitation of texts studied) 1 st and 2 nd analytical pieces on single text Analysis piece incorporating research Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and philosophically by making connections to : other texts, ideas, cultural perspectives, eras, personal events, and situations. c. Self-select text to respond and develop innovate e perspectives. d. Establish and use criteria to classify, select, and evaluate texts to make informed judgments about the quality of the pieces. (RL 11-12 11) Writing Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s Summative: Analytical piece comparing two or more texts (inform/explain) Summative assessments provide feedback on areas of targeted instruction based on teacher analysis of formative assessments Interim: Multiple choice test
knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,articulating implications or the significance of the topic). (W 11-12.2) Conduct short research projects to answer a question (including a selfgenerated question),drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (W 11-12.7) Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 11 12 Reading standards to literature (e.g., Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics ). b. Apply grades 11 12 Reading standards to literary nonfiction (e.g., Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses] ). (W 11-12.9) Create interpretive and responsive texts to demonstrate knowledge and a sophisticated understanding of the connections between life and the literary work. a. Engage in using a wide range of prewriting strategies, such as visual representations and the creation of factual and interpretive questions, to express personal, social and cultural connections and insights. b. Identify, analyze, and use elements and techniques of various genres of literature, such as allegory, stream of consciousness, irony, and ambiguity, to affect meaning. c. Develop innovative perspectives on texts, including historical, cultural, sociological, and psychological contexts.
d. Create poetry, stories, plays, and other literary forms (e.g. videos, art work). (W 11-12.11) Speaking and Listening Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11 12 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. e. Respond thoughtfully to diverse perspectives; synthesize comments, claims,and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. (SL 11-12. 1) Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11 12 Language standards 1 and 3 on page 54 for specific expectations.) (SL 11-12. 6) Language Students will Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster s Dictionary of English Usage, Garner s Modern American Usage) as needed. (L 11-12. 1) Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly. (L 11-12. 2) Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Vary syntax for effect, consulting references (e.g., Tufte s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. (L 11-12. 3) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11 12 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (L 11-12. 4)